Year 9 student Amelie focused on trigonometric functions and the unit circle, including how to determine exact values in radians.

Year 10 Elise spent her session tackling problems involving applications of trigonometry, especially angles of elevation and depression, as well as using trigonometric relationships in three dimensions.

Meanwhile, Year 11 Michael worked through a series of quadratic equations, concentrating on root-finding methods and utilising the discriminant to solve graphing questions.

A Year 6 student often arrived without completed homework, leading to "a lot of time during the lesson finishing work that should have already been completed."

In English, she regularly assumed what a question asked instead of reading instructions thoroughly, causing repeated confusion on comprehension worksheets.

In Year 10 mathematics, one student's habit of skipping written working—"he tends to skip some calculation steps and work things out in his head"—made it hard to spot errors until marks were lost on tests.

Meanwhile, a Year 11 student relied too heavily on calculators early in multi-step problems, making it difficult for him to develop efficient written strategies for assessments.

One Stuart Park tutor noticed that Amelie, a high school student, is now identifying her own mistakes during tests and independently correcting them—something she hesitated to do in earlier sessions.

Elise, also in high school, recently started outlining every step of her maths working without prompting; this marks a big shift from previous lessons where she skipped steps or felt unsure explaining her process.

Meanwhile, Michael in primary years has begun taking initiative with his creative writing by agreeing to expand his short story for homework after only completing half together last week.